Activity Plan

Designed by:
Curriculum Topic:

OVERVIEW/FRAMING

TOPIC This topic covers the concepts of mathematical shapes, measuring their lengths
Explain how the topic of this activity is and calculating the circumference and area.
developmentally and culturally appropriate
for the group of learners for whom you are
designing it.
BIG IDEAS/OVERARCHING QUESTIONS Questions that will be brought up include “Do you recognize the shapes? What
What kinds of questions will be explored does the shape look like? What are the dimensions of the shapes (lengths and
and/or what new connections and ideas will widths? How do you measure the circumference and the area of the shapes?
be engaged through this activity?
CONTENT FOCUS: Visual Arts Music Movement/Dance Drama
Identify which content area(s) will be
addressed in this activity Emergent Literacy Mathematics Science Social Studies

KNOWING THE LEARNERS

AGE RANGE: 7-10 years old
CURRENT DEVELOPMENT: In the range of the age group will be able to identify various shapes, measure their
What do you know about the current growth lengths and widths, and calculate their circumference and areas.
of learners in this age range for the content
focus?
What misunderstandings might children in Children might be confused about the new vocabulary and they may not be able to
this age range have about the topic/content describe what they see.
and how do you plan to address this?
SOCIO-CULTURAL CONTEXT: I know in every home, each child may have encountered or come across different
What do you know about this group of shapes and this time I’ll be introducing them in a classroom set up.
children in terms of their cultural
backgrounds, learning styles, languages
spoken, and learning experiences to date?*

**
Note: You are designing this activity for the three children observed for your Student Profiles assignment.
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 MATERIALS & LEARNING ENVIRONMENT PREPARATION
MATERIALS LEARNING ENVIRONMENT EVENTS/RESOURCES
What materials will you need to teach this activity? What modifications will you need to make to What events or resources, including people,
List all books and materials, including any used the classroom to support this activity? might you need to arrange in advance?
during the launch/reflection and during set up and (e.g., centers, bulletin boards, meeting spaces)
cleanup
Classroom Events include :
Field Blindfolding which require a safe
Materials to be used include: environment for the children.
Manilla papers
Boxes
Tape measures
Balls

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 THE LEARNING EXPERIENCE
The launch Explain different shapes using various materials.
How will you engage the children in
this learning experience? How will you
introduce the concepts and vocabulary
of the topic? How will you describe the
procedures of the learning activity?
What will you say and do?
The activity
List the step-by-step procedures..
What will the children be doing? What
will you say or do to facilitate and 1. Touching the material and allowing them to give a similar shape.
scaffold their learning? Be specific and 2. Measuring the lengths and widths of the shapes
detailed in your description.
3. Calculating the area and perimeter using various formulas.

Reflection Before blindfolds come off, I’ll be able to make an hypothesis in order to be able to
As the activity wraps up, what identify what they’ll be touching.
opportunities will you offer the
children to respond to and reflect on
this activity?

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Possible Extensions We can go out and gather shapes and relate them to the shapes learnt in class.
What could you do on another day to
build on this activity?

Multimodal Engagement Through linguistic and visual learning will be able to gather learning materials and
Identify and explain the ways in which concepts.
this activity offers opportunities to use
at least three different learning
modalities (kinesthetic, tactile,
linguistic, visual/spatial, auditory,
musical)
Differentiation Physical differentiation will be used to differentiate the various concepts.
How will you modify this activity for
learners with different learning styles
and/or special needs (SLLs, physically
active, etc.)?

GROWTH AND LEARNING

How will this learning experience support the children’s growth and learning in the following domains? Use your knowledge of child development.
Cognitive/thinking
Children will think back to a memory that will help them in recognizing various shapes and objects.

Physical
Children will be able to touch objects and closely interact with them aiding them to connect to the
items thus making them more familiar.
Social/emotional
Children will come up with a hypothesis to support their ideas.
Language/literacy
Children will learn new words to describe what they are seeing.

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 List 10-15 target vocabulary words:
Square, circle, rectangle, length, width, circumference, area, diameter, radius, pie.
Content Area(s) Children will learn to describe the interaction of shapes and vocabulary taught.

STANDARDS/GOALS
What Pre-K Common Core Learning Standards are addressed in this activity?
Use the PKFCC to respond.
Be specific—choose those standards that are actually targeted by this learning activity (e.g., can development in regard to the standard be
measured by the evidence gathered (authentic assessment) during this learning activity?
Domain 1:
Approaches to Learning

Demonstrate an emerging recognition of shapes and lengths.

Domain 2:
Physical Development
and Health

Identify the lengths and widths of the shapes and calculate their circumference and areas of the
shapes.
Domain 3:
Social and Emotional
Development

Interacts with variety of materials through play and participate multiple play activities with
similar materials.

Domain 4:
Communication,
Language, and Literacy Engage on the agreed upon rules of discussion like listening as others give their opinion and
engage with individuals with different opinions.

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Domain 5:
Cognition and Knowledge
of the World
Describe familiar shapes, add drawings and other visual aids in order to give the desired
additional concepts.

AUTHENTIC ASSESSMENT
What will you do to gather
evidence to assess each
child’s developmental
progress? While children will be making predictions and guesses of the kind of shapes that they see, I will
write down notes of each and every word that each child uses to describe the nature of the
How will you determine
shapes. After the activity, I will have a circle time in order to share what each and every child
whether or not individual
children are getting the Big saw and cover what was seen in common. I’ll then write the key terms and shapes and formulas
Ideas and/or exploring the of calculating the areas and circumference of the shapes.
Overarching Questions?

Evidence may include

responses recorded during a
group discussion, a visual
arts project, a performance,
etc.

Your assessment activity

MUST be connected to the
Big Ideas and Overarching
Questions.